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2019 THE COMMON SENSE CENSUS: INSIDE THE 21ST-CENTURY CLASSROOM 2019 THE COMMON SENSE CENSUS: INSIDE THE 21ST-CENTURY CLASSROOM COMMON SENSE IS GRATEFUL FOR THE GENEROUS SUPPORT AND UNDERWRITING THAT FUNDED THIS RESEARCH REPORT: Eva and Bill Price Price Family Research Fund Craig Newmark Philanthropies Carnegie Corporation of New York Symantec Corporation Poses Family Foundation TPG Capital LP CREDITS Authors: Vanessa Vega, Ph.D., Rockman et al Michael B. Robb, Ph.D., Common Sense Copy editor: Jenny Pritchett Designers: Allison Rudd Dana K. Herrick Suggested citation: Vega, V., & Robb, M. B. (2019). The Common Sense census: Inside the 21st-century classroom. San Francisco, CA: Common Sense Media. TABLE OF CONTENTS Introduction. ...1 Key.Findings .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...2 Methodology. ...5 Teacher.and.School.Characteristics. ...6 Digital.Citizenship.Curricula.and.Competencies . .8 Teachers’.Usage.of.Digital.Tools.and.Perceptions.of.. Their.Effectiveness.for.Student.Learning. .16 Access.to.Technology.for.Classroom.Learning. .28 Technology-Integration.Policies. 37 Conclusions. ..46 Appendix . .48 INTRODUCTION EDUCATIONAL TECHNOLOGIES CONTINUE TO be integrated •. K–12 teachers’ usage of digital tools and perceptions of and embedded into school districts, changing how teachers and their effectiveness for student learning. The impact of students work and learn. Previous research has examined the many educational technology on learning often depends on the ways in which schools are evolving, including understanding context in which, and purpose for which, the technology is what products teachers are using, how socioeconomic status used. Teachers’ usage of and perceptions of the effective - relates to classroom technology access, and the barriers teachers ness of various types of educational technology tools face in integrating technology effectively (e.g., Bill and Melinda are examined, while considering the contexts of teaching Gates Foundation, 20151; Blackboard and Speak Up, 20172; and and learning. Takeuchi and Vaala, 20143). However, much remains to be learned •. Access to technology for classroom learning. What does about classroom technology use. Common Sense, working with students’ access to technology devices for classroom Rockman et al, set out to learn more about the state of the learning at home and at school look like? Classroom teachers 21st-century classroom by surveying classroom teachers about also report on how their students’ access affects their ability their experiences and attitudes around educational technology. to do homework, as well as the nature of parent-teacher Teachers provide a wealth of knowledge about the impact of communications about classroom technology. educational technology in their classrooms. This report examines how K–12 teachers across the U.S. are currently using educational •. Technology-integration policies. To understand how technology tools with students in their classrooms and what technology is used in the classroom, school policies related impacts on learning they are observing, with consideration given to educational technology are examined, especially in the to students’ broader learning contexts. context of teachers’ technology-related concerns. Using the results of a nationally representative survey of over With this report, we hope to shed light on the state of educational 1,200 K–12 teachers, this report covers four main topic areas: technology in U.S. classrooms, with a goal of helping teachers, •. Digital citizenship curricula and competencies. In a digital administrators, school districts, and others who have a stake in world, the skills needed to think critically and engage online children’s education make smart, evidence-based decisions on in a safe and responsible manner are highly important. what is most effective for students. Yet little research has examined the extent to which U.S. teachers are engaging in classroom practices to develop students’ digital citizenship competencies. The present study examines the prevalence of teaching and perceived effectiveness of digital citizenship competencies and the use of digital citizenship resources. 1. Bill and Melinda Gates Foundation. (2015). Teachers know best: What educators want from digital instructional tools (2.0). Seattle, WA: Bill and Melinda Gates Foundation. Retrieved from http://k12education.gatesfoundation.org/resource/what-educators-want-from-digital-instructional- tools-2-0/ 2. Project Tomorrow. (2017). 2017 digital learning report. Retrieved from https://tomorrow.org/speakup/speak-up-2016-trends-digital-learning- june-2017.html 3. Takeuchi, L., and Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York, NY: Joan Ganz Cooney Center. Retrieved from http://joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/ © 2019 COMMON SENSE MEDIA. ALL RIGHTS RESERVED. THE COMMON SENSE CENSUS: INSIDE THE 21ST-CENTURY CLASSROOM 1 KEY FINDINGS 1 3 Digital citizenship is being taught Teachers worry about their in a majority of schools. students’ ability to critically Approximately six out of 10 U.S. K–12 teachers used some type of evaluate online content. 4 digital citizenship curriculum or resource with students in their Teachers’ top technology-related concern was that “students lack classrooms, while approximately seven out of 10 taught at least skills to critically evaluate online information,” which 35 percent one type of digital citizenship competency. The most commonly observed “frequently” or “very frequently” in their classrooms. addressed topic areas were digital drama, cyberbullying, and hate Relatedly, news and media literacy was the fourth most taught speech (taught by 46 percent of teachers), followed by privacy digital citizenship competency. The second top concern was that and safety (taught by 44 percent of teachers). Among those “technology distracts students from the learning experience and teachers who taught any type of digital citizenship competency, interferes with learning,” reported by 26 percent of teachers as nearly six out of 10 did so at least monthly. “frequent” or “very frequent” in their classrooms. This issue was also reported more often as grade levels increased. 2 Teachers believe digital citizenship is 4 effective in helping students make More than a quarter of high school smart, safe, and ethical decisions online. teachers report sexting as an issue. Among teachers who used any type of digital citizenship curricu- Twenty-seven percent of high school teachers reported that lum in their classrooms, an overwhelming majority (91%) said it sexting occurred in their classrooms at least occasionally, com- was at least “moderately” effective, including approximately half pared to 19 percent of middle school teachers, 5 percent of (52 percent) who said it was “extremely” or “very” effective in third- through fifth-grade teachers, and 9 percent of kindergarten helping students make smart, safe, and ethical decisions online. through second-grade teachers. Only 10 percent said it was “slightly” or “not at all” effective. 4. Defined in the survey as “thinking critically, behaving safely, and participating responsibly in the digital world.” 2 THE COMMON SENSE CENSUS: INSIDE THE 21ST-CENTURY CLASSROOM © 2019 COMMON SENSE MEDIA. ALL RIGHTS RESERVED. 5 7 Video is the king of edtech The gap between the edtech in the classroom. products teachers use and Video-streaming services (e.g., YouTube, SchoolTube, Netflix) what they say is effective is real were the most commonly used type of digital tool, used by and cuts across subjects. approximately 60 percent of K–12 teachers with students in their For example, ELA teachers rated productivity and presentation classrooms. Productivity and presentation tools (e.g., Google G tools and assistive technology as the most effective types of Suite for Education, Microsoft Office) constituted the second digital tools for developing ELA content knowledge and skills, but most common type of digital tool, used by approximately half of they often used other digital tools that they rated as less effective teachers with their students. The least used digital tools were with greater frequency. Similarly, math teachers rated supple- tools for well-being and health (25 percent), digital creation tools mental apps or websites as the most effective digital tools for (25 percent), and social media (13 percent). developing students’ content knowledge and skills in math, but they used them less often than many other digital tools that they 6 rated as less effective. Teachers place a high value on digital creation tools in developing 21st-century 8 skills, but these tools are among the Many teachers are not receiving least used in the classroom. effective professional development Productivity and presentation tools (e.g., Google G Suite, (PD) to support their use of Microsoft Office), digital creation tools (e.g., iMovie, Photoshop, educational technology. Scratch), and learning management systems (e.g., Google Only four out of 10 teachers considered the PD they received to Classroom, Canvas, Moodle) were rated by teachers as the most support their use of educational technology to be “very” or effective digital tools for developing students’ 21st-century skills “extremely” effective. in communication, collaboration, critical thinking, and/or creativ- ity. While productivity and presentation tools were used
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